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And surely it cannot be an objection to rny theory , that Philo and Josephus have done the very thing which is done by the writers of the New Testament . Indeed , nothing surprises me more than thi 3 argument of my able and learned opponent ; and it convinces me that an attachment to his own system ,
and his ardour to refute me , have veiJed from his view the merits of the question . He calls my interpretation of the writings of these learned Jews an hypothesis . If by hypothesis be understood to mean a cause assumed , or not known to exist , to account for a known effect , I disclaim the term as unfair
and improper ; for J suppose or assume nothing . The writings of Philo and Josephus , which are known to exist and allowed to be genuine , are the basis of mv interpretation , and I
also interpret them agreeably to a known fact , namely , the diffusion of the gospel over the world as attested in the New Testament and by ancient ecclesiastical authors . The exact
correspondence of the testimony of Philo and Josephus to the diffusion of a religion which was deemed and called Judaism , constitutes the proof that I interpret them rightly : and the want of correspondence between the testimony of these writers and the diffusion
of any other system of worship than that of spiritual Judaism , or , as we call it , Christianity , demonstrates that any other method of interpreting them must be false , must be founded on an hypothesis not only not true , but diametrically opposite to the truth . J . JONES . ( To be continued . ) ——a ^^ MtPM ^ K—^ — —
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On Mr . Brougham ' s Education BilL 355 ?
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to establish a system of general education , is evident . Our reasons the anti-educationists do not regard . They have no wish to hear or understand them . The Dissenters oppose the Bill . It is sufficient for them that aa
apparent opportunity is afforded for calling us enemies to education ,, except on our own sectarian system ; and they are not a little thankful that circumstances enable them to attack us on this disadvantageous ground , and even to make us appear to their hoodwinked votaries to be auxiliaries in their
darling cause of ignorance and vice - Surely our best defence to this mode of attack would be an open avowal of our principles in the shape of a bill . Some of our able legal friends would , I am sure , willingly lend their assistance to embody principle in technicality . It might be accompanied by any
necessary explanations and observations , and widely circulated for discussion , and perhaps even laid before Parliament . No good effort is ever wholly useless , and , in this enlightened age , perseverance in such a cause may possibly obtain complete and unalloyed success sooner than some of its friends
venture to anticipate . At all events , we could then spurn back with contempt the senseless accusation , and appear manifest in our natural character—zealous promoters of Education , Virtue and Religion . The main principles of such a bill would be , 1 st .,
That a system dependent on public support should be open to public competition and governed by public controul - y and , 2 ndly , That the property of all should only be applicable to purposes approved by alL Keeping these principles in view , the details da not appear difficult .
1 . The ultimate power would be placed in the general body of ratepayers , constituting a visitatorial authority , Beyond comparison the most efficient . The management would be entrusted to committees , officers and masters , annually elected at a public meeting of the rate-payers . The committees would meet once a month ta
receive reports and transact business . Theory and experience both shew that such systems work well and are lasting . They contain within themselves a principle of self-renovation , an antiseptic which preserves from corruption , a sensitiveness to abuse which ensures
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Sir , April , 1821 . AS a friend to General Education , I deeply regret that Mr . Brougham should have endeavoured to found a system of national education upon principles which are not , and I hope never will again become , national . As
a Dissenter , I am mortified that any measure professing to be friendly to the great cause of education , should he so framed as to drive Dissenters to the painful necessity of standing forward in opposition . It gives the enemies of education an unrair advantage over us . To the multitude , facts are more obvious than reasons . The fact that we are opposing a Bill professing
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Citation
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Monthly Repository (1806-1838) and Unitarian Chronicle (1832-1833), June 2, 1821, page 355, in the Nineteenth-Century Serials Edition (2008; 2018) ncse.ac.uk/periodicals/mruc/issues/vm2-ncseproduct2501/page/31/
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